Ramping Up Accessibility in Course Design

Here are additional ways to increase accessibility in your teaching.  When you’re ready to go beyond Accessible Teaching Basics, consider implementing one or two Ramping Up practices that suit your context. Aim for progress, not perfection. 

"The structures of three hour lectures are so terribly difficult when you're chronically ill and disabled." (Student Quote from Collington & Fowler, 2025)

• When writing intended learning outcomes (ILOs), focus first on essential or must-have knowledge and skills followed by non-essential or nice-to-have outcomes, so that students are clear about what is expected and required in the course.  
  • For examples and to learn more:
    • Refer to Writing Intended Learning Outcomes (CTE Teaching Tip).
    • Refer to Understanding the Connection Between Intended Learning Outcomes and Essential Requirements (CTE Teaching Tip).
• When applicable, when writing ILOs, avoid specifying the format of assessment or prescribing the way that students need to demonstrate their knowledge and skills. Being clear about what is assessed in the course is important for all students and is helpful for supporting the accommodation process. 
  • For examples and to learn more:
    • Refer to Writing Intended Learning Outcomes (CTE Teaching Tip).
    • Refer to Understanding the Connection Between Intended Learning Outcomes and Essential Requirements (CTE Teaching Tip).

To Go Further

• Choose assessments and learning activities that align with your ILOs so that you are assessing and preparing students accurately and in ways that avoid unnecessary effort in the learning and studying process. 
  • To learn more:
    • Refer to Aligning Outcomes, Assessments, and Instruction (CTE Teaching Tip).
    • Refer to Bloom’s Taxonomy Learning Activities and Assessments (CTE Teaching Tip).